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The following are suggested activities to use with your students to explore The Tiger Rising s complex and endearing characters as well as its themes, such as the power of letting go. This is a story that readers are sure to carry with them for years to come.
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Discussion/Writing Prompts
1. Consider and determine the time and place in which the novel is set. Why do you think Kate DiCamillo chose this setting? 2. A t the end of the third chapter, Rob says, He kept the suitcase closed (page 10). What does he mean by this statement? What does it tell you about Rob? 3. I n what way are Rob and Sistine outsiders? What are some impressions Sistine has about her new surroundings? Do you think she should have tried harder to t in, or do you admire her individuality? Does Rob try to t in? Support your answer. 4. W hat do you think about Robs dad? Is he a good father? Support your opinion with specic examples from the text. 5. Instead of carving the tiger, Rob decides to carve Sistine. Why is this signicant? 6. W hat role does Willie May play in Robs life and in the story? What do you think brings these characters together? How does their bond strengthen throughout the novel? Why do you think it is so important to Rob that Sistine and Willie May like each other? 7. W illie May has a theory about the rash that develops on Robs legs. What does she think is the cause? Do you agree with her? Why or why not? 8. W hat is it about Sistine that makes Rob open up and deal with some of his emotions? Give some examples of what Sistine does to get a response from Rob (even if Rob responds only internally). What do you think about Sistines actions? Would you like to have a friend like Sistine? Why or why not? 9. H ow does Sistine react when she sees Robs carvings for the rst time? How is this response similar to or different from the way you may have responded if you saw his sculptures? 10. T here are many connections to art in this story. Give some examples. Why do you think art is important to the characters? 11. W hy did Rob avoid telling Sistine that his mother died? What was Sistines response when Rob refused to talk to her about his mom? Do you think Sistines response was appropriate? Why or why not? 12. Why do you think Rob nds it so difcult to look at the caged tiger? 13. W hat does Sistine think they must do with the tiger? Do agree with her suggestion? Support your ideas. How does Rob respond? What would you have suggested? 14. What is the importance of Willie Mays story about the parakeet her father gave her?
15. D escribe Mr. Beauchamp. What was your reaction to this character? Why do you think you responded in this way? Why does this story need this character? 16. Why does Rob like Sistine so much? Reread chapter 24 to help you answer this question. 17. Do you think Willie May believes Rob and Sistine when they tell her about the tiger? Support your answer with details from the text. Later, what is Willie Mays reason for not releasing the tiger? What does she say is the only thing they can do for the tiger? Do you agree? 18. W hat is the signicance of the title, The Tiger Rising? When do we rst see a reference to the title? Who says it? What do you think it means? 19. Describe how Rob and Sistine release the tiger. What does the tiger do? Do Rob and Sistine question whether they made the right decision? Prove your answer. 20. Describe the tigers funeral. What is the importance of this scene in the story? What does Willie May contribute to the ceremony, and what does her action symbolize? 21. Some people might say that this is a story about two kids who rescue a tiger. Do you think there is more to it? What do you think the story is really about? Support your claim with ideas you had while reading the text.
A minor character in the book is _____________, and one way he/she is important to the story is _____________. For example, _____________. Another example is _____________. At rst I thought Rob/Sistine was _____________, but as I get to know him/her more, Im coming to think that deep down, hes/shes really _____________. I know this because _____________.
These Thinking Prompts were put together by Lucy Calkins, Kathleen Tolan, and Cory Gillette. More on creating theories about characters may be found in the Units of Study for Teaching Reading, Grades 35: Following Characters into Meaning: Building Theories, Gathering Evidence by Lucy Calkins and Kathleen Tolan (Heinemann, 2010).
Interpreting Symbols
Often there are objects and actions that pop up many times in a book. These objects and actions compel readers to think about what they mean in the story as well as what they mean in their own lives and world. Below is a list of objects in The Tiger Rising that you can use with your students to encourage this type of thinking. In referring to the objects, ask students questions such as: How is this object more than what it is? Why is it signicant? What does it mean to a certain character? To you? To others? What is the author trying to tell us through this object? Kentucky Star Motel sign Sistines name The caged tiger Robs gurines The suitcase Sistines pink dress Robs medicine for his legs
Art Extension
1. I nterpreting Symbols: Ask students to choose two or three symbols from the story. Invite them to illustrate the symbols in color and to write an explanation, poem, or song to suggest the importance of the object. 2. R ob carves small gurines. He generally chooses to create objects that are important to him. Ask students to use modeling clay to create three or four objects that are important to them. Have them create a small display that includes an index card explaining what they created. Plan a gallery walk so that students can admire one anothers work. 3. A sk students to create their own book covers for The Tiger Rising. Invite them to draw, paint, use collage, or choose another medium to design their cover.
Writing Activities
1. Research-Based Persuasive Essay: Ask students to write an essay on the topic of whether private citizens should be able to own wild animals such as tigers, apes, and other species as pets. Students should nd or be presented with articles, video clips, and excerpts from books that focus on this issue. After students have taken notes on both sides of the topic, they should use them to make a claim and support their claim in an essay. 2. P ro and Con Essay: Ask students to compose a pro/con paper presenting the possible positive and negative outcomes of Robs telling an adult about the caged tiger, using evidence and examples from the text to support their thoughts. 3. P oetry: Have students read and discuss The Tiger by William Blake. Invite them to write an original poem that captures the heart of the story told in The Tiger Rising using The Tiger s rhyme scheme, gurative language, and poetic devices as inspiration. TIPS FOR STUDENTS: Write an introduction State your opinion or claim Give reasons and evidence Organize your writing Acknowledge counterclaims Use transition words Write a conclusion
Research
Neon: Neon has been used in signs for advertising products, places, and so on for many years. The Kentucky Star Motels neon sign is important in the story. Have students write a report about what neon is and how it is used, drawing on resources found in the library or websites that you recommend. Invite them to create a slide show to present their ndings. T he Sistine Chapel: Sistine is named after the Sistine Chapel. Have students record four interesting facts about this site, using resources found in the library or websites that you recommend.
Act It Out
Have students work as partners to improvise conversations between the characters in The Tiger Rising. Ask students to nd engaging transactions in the text and use them as springboards to consider the way the characters might think and respond. For example, in chapter 14, Sistine tells Rob that they have to save the tiger. Invite students to act out this scene with an awareness of tone, body language, and other character traits. Ask them to consider what Rob may be thinking internally and to nd a way to bring that to the surface in their improvisation. Find other scenes that lend themselves to students acting out conversations or monologues. Encourage class discussion about the characters transactions and discuss the way this activity allows students to gain a better understanding of the characters.
The Tiger Rising Teachers Guidewww.candlewick.com5
Vocabulary
Ask students to nd ve or six words in The Tiger Rising that are unfamiliar to them. Instruct them to record the sentence each word is in and to use context clues to surmise what the word means. Ask them to consult a dictionary or online source to nd the words various denitions and record the one that is most relevant to the way the word is used in the story. Have students write an original sentence using the word.
Many activities found in this guide are inspired by the work of the Teachers College Reading and Writing Project and community, as well as lessons presented in the Units of Study for Teaching Reading, Grades 35 by Lucy Calkins and Kathleen Tolan (Heinemann, 2010).